Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2007
EDTF Date Created
2007
Description
The present experimental study examined the effects of using a science textbook for
the purpose of teaching reading comprehension skills to a sample of 99 fourth grade
students from four classrooms at Pembroke Pines/Florida State University Charter School
in Broward County, Florida. Ninety-nine students were assessed twice in word
recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic
Assessment of Reading. Approximately half of the students in the sample (n=49) were in
the control group with the remainder (n=50) in the experimental group.
Overall there was no significant difference between the experimental and control
groups based on MANOVA, which tested an optimized composite of dependent
variables. Scores for all subtests for both groups increased from the pretest to the posttest,
and the highest scores were for the oral reading subtest. Upon individual ANOVA,
statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or
interaction was observed.
the purpose of teaching reading comprehension skills to a sample of 99 fourth grade
students from four classrooms at Pembroke Pines/Florida State University Charter School
in Broward County, Florida. Ninety-nine students were assessed twice in word
recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic
Assessment of Reading. Approximately half of the students in the sample (n=49) were in
the control group with the remainder (n=50) in the experimental group.
Overall there was no significant difference between the experimental and control
groups based on MANOVA, which tested an optimized composite of dependent
variables. Scores for all subtests for both groups increased from the pretest to the posttest,
and the highest scores were for the oral reading subtest. Upon individual ANOVA,
statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or
interaction was observed.
Language
Type
Form
Extent
90 p.
Subject (Topical)
Identifier
FA00000680
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2007.
College of Education
FAU Electronic Theses and Dissertations Collection
Date Backup
2007
Date Created Backup
2007
Date Text
2007
Date Created (EDTF)
2007
Date Issued (EDTF)
2007
Extension
FAU
IID
FA00000680
Organizations
Attributed name: Florida Atlantic University
Person Preferred Name
Mikes, Lisa
Graduate College
Physical Description
application/pdf
90 p.
Title Plain
Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School
Use and Reproduction
Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2007
2007
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School
Other Title Info
Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School